scholarly journals Development of the Learner Self-Directedness in the Workplace Scale

2011 ◽  
Vol 37 (1) ◽  
Author(s):  
Karina De Bruin ◽  
Gideon P. De Bruin
Keyword(s):  
Factor Analysis ◽  
Rating Scale ◽  
Higher Order ◽  
Self Directed Learning ◽  
First Order ◽  
Managerial Implications ◽  
Directed Learning ◽  
African Context ◽  
Order Factor ◽  
Value Add

Orientation: This study reports on the development of an instrument that one can use to measure learner self-directedness in work environments.Research purpose: The purpose of this study was to develop a scale to measure learner selfdirectedness in the workplace.Motivation for the study: Learner self-directedness appears to be an essential characteristic to keep up with the demands of the world of work. There is no brief instrument currently available to measure learner self-directedness in the workplace.Research design, approach and method: The researchers fitted the responses of 519 participantsto 22 items to the Rasch rating scale model.Main findings: The researchers retained 13 of the original 22 items. The hierarchy of item locations supported the construct validity of the scale. Hierarchical factor analysis showed the presence of one higher-order factor and three residual first-order factors. The higher-order factor accounted for almost five times as much of the common variance as did the strongest residual first-order factor. The Rasch analysis and the factor analysis suggested that the 13-item Learner Self-Directedness in the Workplace Scale (LSWS) measures a single one-dimensional construct (α = 0.93).Practical/managerial implications: The instrument can help employers to understand and support employees’ self-directed learning efforts.Contribution/value-add: This research resulted in a brief instrument to measure learner selfdirectedness in the workplace. This instrument is unique in the South African context.

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

scholarly journals A multi-group higher-order factor analysis for studying the gender-effect in Teacher Job Satisfaction

METRON ◽  
2021 ◽  
Author(s):  
Carlo Cavicchia ◽  
Pasquale Sarnacchiaro
Keyword(s):  
Job Satisfaction ◽  
Factor Analysis ◽  
Secondary School Teachers ◽  
Estimation Method ◽  
Likelihood Estimation ◽  
Higher Order ◽  
Teacher Job Satisfaction ◽  
Public Secondary School ◽  
Order Factor ◽  
Maximum Likelihood Estimation Method

AbstractTeachers’ performances also depend on whether and how they are satisfied with their job. Therefore, Teacher Job Satisfaction must be considered as the driver of teachers’ accomplishments. To plan future policies and improve the overall teaching process, it is crucial to understand which factors mostly contribute to Teacher Job Satisfaction. A Common Assessment Framework and Education questionnaire was administered to 163 Italian public secondary school teachers to collect data, and a second-order factor analysis was used to detect which factors impact on Teacher Job Satisfaction, and to what extent. This model-based approach guarantees to detect factors which respect important properties: unidimensionality and reliability. All the coefficients are estimated according to the maximum likelihood estimation method in order to make inference on the parameters and on the validity of the model. Moreover, a new multi-group test for higher-order factor analysis was proposed and implemented. Finally, we analyzed in detail whether the factors impacting Teacher Job Satisfaction are characterized by gender.

Self-Directed Learning Readiness of the Undergraduate Nursing Students: A Study from Eastern Nepal

2021 ◽  
Vol 6 (1) ◽  
pp. 1263-1268
Author(s):  
Namu Koirala ◽  
Shyam P Kafle
Keyword(s):  
Data Analysis ◽  
Nursing Students ◽  
Rating Scale ◽  
Demographic Variables ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Directed Learning

Introduction: Self-directed learning is one of the concepts of learning which is mostly used in higher education, especially in the discipline of medicine and paramedics. Objectives: The objectives of this study were to assess the self-directed learning readiness of the undergraduate nursing students and to find out its association with selected demographic variables. Methodology: A descriptive, quantitative, cross-sectional study was undertaken among undergraduate nursing students from three nursing colleges of Eastern Nepal; from January 2019 to August 2020. The nursing colleges were randomly selected; one constituent nursing college and two colleges affiliated to Purbanchal University. Census sampling method was adopted and 565 students were enrolled. Ethical clearance was taken from the Institutional Review Committee of the institute. Data was collected using a self administered, valid and standard tool: Williamson's Self Rating Scale for Self-directed Learning (SRSSDL) via online google forms, then transferred to Microsoft EXCEL. Data analysis was done using SPSS 16.0 version. Mean, median, standard deviation, range, chi-square test, Mann Whitney U test and Kruskal Wallis H test were used for data analysis. Result: Overall Self-directed Learning score was 244.83±30.15. The majority of the respondents (79.3%) had high scores of SRSSDL (221-300) and 20.7% of the respondents had moderate levels of SRSSDL (141-220). The demographic variables didn't exert any significant effect on the overall level of SRSSDL but varied only with the sub-dimensions of SRSSDL. Conclusion: This study shows that overall self-directed learning among nursing students is moderate to high and the subdimensions have significant associations with demographics and academic level.

Higher-order factor analysis of an instrument with dichotomous data

2005 ◽  
Vol 28 (5) ◽  
pp. 431-440 ◽  
Author(s):  
Kathleen A. Baldwin ◽  
Margaret S. Grinslade ◽  
Lynn C. Baer ◽  
Parris Watts ◽  
Mary K. Dinger ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Higher Order ◽  
Dichotomous Data ◽  
Order Factor

Helping Orientations: Four Dimensions

1989 ◽  
Vol 69 (3_suppl) ◽  
pp. 1371-1378 ◽  
Author(s):  
Joseph F. Michlitsch ◽  
Stanley Frankel
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Helping Behavior ◽  
Higher Order ◽  
Convenience Sample ◽  
Four Dimensions ◽  
Underlying Factor ◽  
Target Sample ◽  
Order Factor ◽  
And Coping

The underlying factor structure of four helping and coping orientations was investigated. The four orientations are the foundations of four models of helping and coping. Each model consists of a person's orientations toward helping behavior and the set of likely factors and behaviors related to the orientations. The orientations are believed to influence how a person interacts with others in a helping situation and how that person attempts to help himself (cope). Factor analysis in two studies supports the prediction of four helping orientations across a convenience and a target sample. Secondary, higher-order factor analysis further provides support based on the convenience sample, but not the target sample.

Personality Assessment Inventory: A Confirmatory Factor Analysis

1994 ◽  
Vol 79 (3_suppl) ◽  
pp. 1441-1442 ◽  
Author(s):  
Gregory J. Boyle ◽  
James Ward ◽  
Tania J. Lennon
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Personality Assessment ◽  
Personality Assessment Inventory ◽  
Higher Order ◽  
Self Report ◽  
Proposed Model ◽  
Confirmatory Factor ◽  
Order Factor ◽  
Report Measure

The Personality Assessment Inventory is a recently constructed multidimensional self-report measure of personality traits. Morey reported the results of a scale factoring, claiming that the instrument measures four separate higher-order dimensions; however, in an independent Australian study of the psychometric properties of the inventory, Boyle and Lennon found five higher-order dimensions, using factor analytic procedures intended to maximize simple structure. The present paper reports the results of a confirmatory factor analysis for the proposed model based on the Australian data. The results indicate that the model does not provide a satisfactory fit, raising questions about the higher-order factor structure.

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